OASTLERS SCHOOL

Safe, Secure and Successful

Art

Oastlers School Vision Statement for Art

 

 

Intent

To offer an inspirational education for all learners, developing their full artistic potential and providing them with the skills for a lifelong enjoyment and appreciation of the creative arts and design.

 

Implementation

We strive to support the learners’ acquisition of knowledge about the wider world and therefore their own personal identity.  Art supports creative enquiry in a cross-curricular format; not just in literacy and numeracy but also history and geography; this is of particular importance in our transient and mobile world.  For example, art instils an appreciation of architecture, fashion, design and fine art especially when visiting a different culture. We aim to immerse learners in philosophy, belief systems and the knowledge of the wider world to prevent ignorance. Learners will acquire general knowledge, the ability to question, analyse and compare artistic styles, not just regurgitate academic facts but to become successful, well rounded citizens.  We will follow the design process in art lessons alongside the affective skills that this method promotes, developing confidence, persistence, getting along, organisation and resilience.

 

THE DESIGN PROCESS METHODOLOGY

 

  1. RESEARCH
  2. IDEAS
  3. DEVELOPMENT
  4. FINISHED WORK
  5. EVALUATION

 

Research promotes critical understanding of different cultures and tolerance. Trying different ideas and the use of sketch books encourages resilience and confidence given that it is safe to try different methods.  Making mistakes is positive and is a key part of the learning process. Developing and experimentation awakens the ability to take risks, be open minded, have a go, independence and deeper study skills such as time management and SMART targets. The creation of a final piece allows self-esteem to develop as well as promoting positive self-image and a sense of achievement. Learners will have freedom to decide what skills and techniques they use. The evaluation stage enables learners to develop the skill of constructive criticism which aids resilience and the ability to be tolerant and empathetic.  Learners will be guided through a scheme of work that incorporates some of the main areas in art (portraiture, still life, landscape, patterns, illustration, 3D and 2D, fashion and textiles). We also introduce and consolidate a wide variety of mediums and techniques to complete projects based around their interests. We offer a GCSE through AQA in fine art. The course focuses on photography, textiles, graphic design, painting and 3D work. In year 10 learners choose any combination of these disciplines to create their portfolios and to complete their timed assessment.  Experiential learning is an intrinsic part of our mainly practical subject which supports visual, audio and kinaesthetic learners, awakening all the senses. We will also provide topic related real life experiences, in house and in the community that some of our learners may not have experienced. This will bring learning to life and give it purpose and more meaning.   Vocabulary collation is embedded in every art lesson; it helps to give depth and importance to the learning intentions. We provide key word lists which inform the self-evaluation ‘tweet’ process.

 

 

Impact

All young people benefit from some form of art and design education. As demonstrated above, the seamless cross curricular links help to connect subjects together while being enhanced by art theory and learning specific skills. Art is a language rich subject as well as art specific which will enhance deeper understanding across disciplines

 

Art and design can be an excellent way to relieve stress and provide an emotional outlet, which is significant for learners who may be academically overloaded or not having their basic needs met outside of the school environment.

 

We hope to enhance every learner’s life and support their learning in a variety of different ways as well as supporting them to learn how to express themselves in a positive way and support each other in a safe environment where you cannot be wrong.

 

Learners will develop visual skills in art lessons and refine these further in the GCSE curriculum. They will gain a sense of belonging to and understanding of the visual world of fashion, design, architecture, art and the arts in general. This cultural and individual sense of identity promotes confidence and creativity, qualities required in the modern world.

 

The opportunities in the art world are immense. Everything made by people is designed and most businesses require creative people. Learners who do not use art as their main discipline can still choose careers and courses such as childcare which need people to be confident and creative. Most creative work requires ICT and learners will develop an understanding of creative art technology.

 

A range of post 16 destinations in further learning are available for learners with art GCSE, from fine art, graphic design, textile design, film production, theatre set design, photography, ceramics, illustration, jewellery design, architecture, fashion design, teaching and so there are many significant and exciting opportunities.

 

IN THIS SECTION

CONTACT US

Oastlers School:

Flockton Road,

Bradford,

BD4 7RH

West Yorkshire

Telephone: 01274 307 456

Email: office@oastlers.co.uk

 

Head Teacher: Lyndsey Brown

 

© Oastlers School 2019